Reception Coffee Morning

Wednesday 16th September 2015

Today we will talk about…..

• Transition from nursery to reception

• Supporting your child’s reading and phonics

• Attendance and punctuality • Uniform • Home School books

The Foundation Stage Profile

• Development matters

Learning Journeys

• Each child has a learning Journey book.

• It is a way of collecting evidence

• It is a record of all of the wonderful things that they have done in reception.

Reading in Reception

How do our children learn to read?

In reception children will begin to read through phonics. Once children begin learning sounds, they are used

quickly to read and spell words. Children can then see the purpose of learning sounds. For this reason, the first six letters that are taught are

‘s’, ‘a’, ‘t’, ‘p’, ‘i’, ‘n’. These can immediately be used to make a

number of words such as ‘sat’, ‘pin’, ‘pat’, ‘tap’, ‘nap’

There are 44 phonemes (sounds)

We begin with phase 2

Blending for Reading

• To learn to read well children must be able to smoothly blend sounds together. Blending sounds fluidly helps to improve fluency when reading. Blending is more difficult to do with longer words so learning how to blend accurately from an early age is imperative.

Segmenting for Reading and Spelling

• Segmenting is a skill used in spelling. In order to spell the word cat, it is necessary to segment the word into its constituent sounds; c-a-t.

• Children often understand segmenting as ‘chopping’ a word. Before writing a word young children need time to think about it, say the word several times, ‘chop’ the word and then write it. Once children have written the same word several times they won’t need to use these four steps as frequently

Wordless Books

• At first the books that are given out will have no words.

• This is to promote good book skills and story telling.

Strategies for Reading

• Use Picture Clues; Look at the picture. Are there people, objects, or actions in the picture that might make sense in the sentence?

• Sound Out the Word; Start with the first letter, and say each letter-sound out loud. Blend the sounds together and try to say the word. Does the word make sense in the sentence?

• Look for Chunks in the Word; Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words. Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

• Connect to a Word You Know; Think of a word that looks like the unfamiliar word. Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word. Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding.

• Reread the Sentence; Read the sentence more than once. Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

• Keep Reading; Read past the unfamiliar word and look for clues. If the word is repeated, compare the second sentence to the first. What word might make sense in both?

• Use Prior Knowledge; Think about what you know about the subject of the book, paragraph, or sentence. Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.

High Frequency Words

• High frequency (common) are words that recur frequently in much of the written material young children read and that they need when they write. There is a list of the first 300 words in each pack.

Tricky Words • Tricky words are words that cannot

be ‘sounded-out’ but need to be learned by heart. They don’t fit into the usual spelling patterns. In order to read simple sentences, it is necessary for children to know some words that have unusual or untaught spellings. It should be noted that, when teaching these words, it is important to always start with sounds already known in the word, then focus on the 'tricky' part.

‘what’, ‘was’...both

tricky because you can’t sound them out...you just have to remember

them!

Phase 2 tricky words

• the

• to

• I

• no

• go

• into

How you can help

• Read daily with your child

• Talk with your child

• When reading:

talk about the pictures

what do you think the book is about?

what did/didn’t you like?

Reading websites to help

www.bbc.co.uk/bitesize

www.bbc.co.uk/cbeebies/grownups

www.lovereading4kids.co.uk

www.readingzone.com

www.parentchannel.tv/video/getting-reading

www.teachyourmonstertoread.co.uk

www.wiltshire.gov.uk/artsheritageandlibraries www.oxfordowl.co.uk www.literacytrust.org.uk www.bookstart.org.uk www.phonicsplay.co.uk www.roythezebra.org

Attendance and Punctuality

• School starts at five to nine, children must be outside the classroom ready to be collected.

• Once the door is shut please take your children to the office.

• First lesson of the day is phonics.

• Attendance in reception is very important.

Uniform

• We want the children to take pride in their uniform.

• Our uniform is: -navy blue jumper or cardigan

-light blue shirt -royal blue tie -gray school trousers -navy blue skirt or tunic -black school shoes – no trainers No jewellery is allowed including earrings

Other information

• Home learning will be given each Friday to be in on a Monday.

• Children will do PE twice a week – full kit is needed.

• The kit includes

- light blue t shirt

- navy shorts

- black pumps – no trainers

• Snack is £1 per week.

Tapestry

Thank you for coming!

• Any questions?